BIO WEEK 7 EXPERIMENT ASSIGNMENT

27 Jun BIO WEEK 7 EXPERIMENT ASSIGNMENT

Question
WEEK 7 EXPERIMENT ANSWER SHEET
Please submit to the Week 7 Experiment dropbox no later than Sunday midnight.
SUMMARY OF ACTIVITIES FOR WEEK 7 EXPERIMENT ASSIGNMENT

Experiment 7 Exercise 1 Evolutionary Change without Natural Selection
Experiment 7 Exercise 2 Evolutionary Change with Natural Selection
Experiment 7 Exercise 3 Evolution and Genetic Drift

Before starting, be sure you have read over the information in the Week 7 Experiment
Introduction.
Materials Needed
For the first two exercises you will need the following:

50 red M&Ms and 50 green M&Ms or 50 each of two items that are distinguishable by
color but are similar in size and texture (e.g., dimes and pennies, two different color
beads).

Four containers large enough to hold the above items.

Experiment 7 Exercise 1: Evolutionary Change without Natural Selection
In this first exercise, we are going to look for evidence of evolutionary change in a population in
the absence of natural selection by looking at the change in allele frequencies over time in a
simulated population. We will start with a population of 50 individuals in which there are two
alternate alleles (H and h) in equal proportions (each at a frequency of 0.5 or 50%). Individuals
have the possible genotypes: HH, Hh or hh. These two alleles do not offer any selective
advantage, so neither is selected for or against, meaning they are neutral. We will record the
frequency of these alleles over 10 generations. Prior to advancing on to the next generation,
six alleles (= three individuals) will be removed at random.
Before you begin, answer the following:
Question
1. What is your prediction as to what will happen to the frequencies (note that this is
different than the number) of these two alleles over 10 generations? Word your
prediction as an if-then statement based on the experiment design. (1 pts).

Updated October 2013

Procedure:
A. Let 50 M&M’s of one color (i.e. red) represent the dominant allele (H) and 50 M&M’s of
another color (i.e. green) represent the recessive allele (h).
B. Let one container represent the Habitat where random mating occurs. Place all of the
M&Ms (or other items) into this container. This is your starting gene pool of your
parent population or Generation 0.
C. Label the other three containers HH for homozygous dominant individuals, Hh for
heterozygous individuals and hh for the homozygous recessive individuals. Notice that
individuals have two alleles.
D. Mix up your Habitat well and without looking, select two items (alleles) at a time; these
two alleles represent a single individual. On a piece of paper, keep track of the
genotypes of the individuals withdrawn. For instance, if you draw one red and one
green M&M, that counts towards "Number of Hh individuals." If you draw two red M&Ms,
that counts towards "Number of HH individuals" and so on.
E. Continue drawing pairs and recording the results until all items (alleles) have been
withdrawn and sorted. Be sure to place the offspring into the appropriate dish: HH, Hh,
or hh. Note that the total number of individuals will be half the total number of items
because each individual requires two alleles, so you will have 50 offspring (but 100
alleles). Record the number of HH, Hh and hh individuals drawn for Generation 1 in
Table 1 below.
F. Next count (or calculate) the total number of H and the total number of h alleles for the
first generation and record the number in Table 1 below in the columns labeled
"Number of H Alleles" and "Number of h Alleles."
G. Add up the total number of H alleles and h alleles for the first generation and record this
number in the column labeled "Total Number of Alleles." If you did everything correct,
you should still have 50 H alleles and 50 h alleles. This has already been entered for
you in the Table below for Generation 1.
H. Combine the HH, Hh and hh individuals back into the Habitat container and mix well.
Randomly remove three pairs of alleles (= three individuals, six items) and set them
aside.
I. Repeat steps D through H to obtain Generations 2 through 10. Remember to randomly
remove three pairs of alleles each time. Because I know that each generation will have
six fewer alleles, I have also entered the total number of alleles in the Table below. Be
sure that is the number your alleles add up to!
Here is a photograph of this process after six generations. The sixth generation has been
distributed into the HH, Hh and hh containers. Note that dimes and pennies have been used.
Updated October 2013

J. After entering your number of individuals and allele counts for each generation, you now
need to determine the allele frequency of H and h for each generation and record them
the Table below. To determine allele frequency take:
o # of H /Total alleles in the generation = Allele frequency of H (express as a
decimal)
o # of h /Total alleles in the generation = Allele frequency of h
Note that the total number of alleles will change each generation, but the frequency the H
allele plus the frequency of the h allele should add up to 1.0 for each generation.
Table 1. Results evolutionary change without natural selection (2 pts).
Generation

Numberof
HH
individuals

1

Numberof
Hh
individuals

Numberof
hh
individuals

Numberof
Halleles

Number
ofh
alleles

TotalNumber
ofalleles

Allele
Frequencyof
H

Allele
Frequencyof
h

50

50

100

0.5

0.5

2

94

3

88

4

82

5

76

6

70

7

64

8

58

9

52

10

46

K. Generate a line graph of Allele frequency vs Generation. This means you need to
graph the last two columns of your data in the Table above. Paste your graph below. Be
sure to label your axes (3 pts).

Updated October 2013

Questions
2. Describe what your graph above depicts with respect to the frequency of the two
different alleles across generations (2 pts).
3. Was your prediction correct? Why or why not (1 pts)?
4. Define evolution. Are the results of this simulation an example of evolution? Explain
your answer. Cite any sources used (4 pts).

Experiment 7 Exercise 2: Evolution Change with Natural Selection
In this second exercise, we will determine the effect that natural selection has on the
frequency of two alleles which start off in equal proportions (50:50) in the population. This time,
individuals who are hh die, meaning the homozygous recessive allele combination is lethal.
These individuals will be removed from the gene pool when they are drawn and will not
contribute to the following generation. This means that the h allele is being selected against.
Keep in mind that carriers of this lethal allele (e.g., those individuals that are Hh) are
unaffected because the h allele is recessive.
Question
1. What is your prediction as to what will happen to the frequencies of these two alleles
over 10 generations? Word your prediction as an if-then statement based on the
experimental design. (1 pts).

Procedure:
A.

Return ALL alleles to the Habitat container and ensure that it
contains 50 H alleles and 50 h alleles. This is our Generation 0.

B.

Use the other three containers labeled HH for homozygous
dominant individuals, Hh for heterozygous individuals and hh for the homozygous
recessive individuals.

C.

Mix up your Habitat container well and without looking, select two
alleles at a time; these two represent a single individual. On a piece of paper, keep
track of the type of individual withdrawn (HH, Hh or hh).

D.

Continue drawing pairs and recording the results until all alleles
have been withdrawn and sorted. Be sure to place the offspring into the appropriate
dish: HH, Hh, or hh. Record the number of HH, Hh and hh individuals drawn for
Generation 1 in Table 2 below.

Updated October 2013

E.

Next count (or calculate) the total number of H and h alleles for the
first generation and record the number in the Table below.

F.

Add up the number of H alleles and h alleles for the first generation
and record this number in the column labeled "Total Number of Alleles." If you did
everything correct, you should still have 50 H alleles and 50 h alleles. This has already
been entered for you in the Table below for Generation 1. You will need to enter this
information for Generations 2-10, as it will change.

G.

Now it is time for natural selection. Remove all of the h alleles
from the container labeled hh and discard them. These individuals have died and
cannot reproduce.

H.

Return the alleles of the remaining HH and Hh individuals back to
the Habitat container.

I.

Repeat steps D through H to obtain Generations 2 through 10.
Remember that each time, all hh individuals die and are removed after you have
counted them.

J.

After entering your number of individuals and allele counts for each
generation, you now need to determine the allele frequency of H and h for each
generation and record them in Table 2 below.

Table 2. Results from evolutionary change with natural selection (2 pts).
Generation

Numberof
HH
individuals

1

Numberof
Hh
individuals

Numberof
hh
individuals

Numberof
Halleles

Number
ofh
alleles

TotalNumber
ofalleles

Allele
Frequencyof
H

Allele
Frequencyof
h

50

50

100

0.5

0.5

2
3
4
5
6
7
8
9
10

K.

Generate a line graph of Allele frequency vs Generation #. This
means you need to graph the last two columns of your data in the Table above. Paste
your graph below. Be sure to label your axes (3 pts).

Updated October 2013

Questions
2. Describe what your graph above depicts with respect to the frequency of the two different
alleles across generations (2 pts).

3. Was your prediction correct? Why or why not (1 pts)?

4. Explain why the h allele was not entirely eliminated from the population (2 pts).

5. Based on your earlier definition of evolution, are the results of this simulation an
example of evolution? Explain your answer (2 pts).

Experiment 7 Exercise 3: Mechanisms of Evolutionary Change
Be sure that you have completed the suggested readings; your success on this exercise is
dependent on your understanding of evolutionary concepts!
Procedure
A. Open the following website:
BioManBiology.Nodate.BiologyGamesandVirtualLabs:Evolution
http://biomanbio.com/GamesandLabs/EvoClassGames/aaevo.html

B. Click where it says Press Spacebar or Click Here to Continue! And click again to
continue.
C. Read over the instructions carefully, paying particular attention to the controls. Notice
that as you successfully shoot the correct answer, you will need to reload.
D. Click again where it says Press Spacebar or Click Here to Continue!
E. Click on Mechanisms and begin.
a. A statement will be shown at the bottom of the screen.
b. Use the arrow keys to move to the correct term and use the space to shoot it
Updated October 2013

down. Remember to reload!
c. Keep playing until you are told You have succeeded here earthling! But can you
save the rest of your planet? Start over if you fail.
F. Record your % correct and score in Table 3 below when you are done. Feel free to
repeat to improve your score if you would like.
G. Reload the page to start over or click on the link above to return to the start page.
H. Click where it says Press Spacebar or Click Here to Continue! And click again to
continue.
I. Review the instructions and click again where it says Press Spacebar or Click Here to
Continue!
J. Click on Mechanisms 2 and begin.
a. As before, a statement will be shown at the bottom of the screen.
b. Use the arrow keys to move to the correct term and use the space to shoot it
down. Remember to reload!
c. Keep playing until you are told You have succeeded here earthling! But can you
save the rest of your planet? Start over if you fail.
K. Record your % correct and score in Table 3 below when you are done. Feel free to
repeat to improve your score if you would like.
L. Answer the questions that follow.

Table 3. Results (2 pts)
% Correct

Score

Mechanisms

100

1003

Mechanisms 2

100

1006

Questions
1. Match the following statements with the correct term (5 pts)
a. Mutation
b. Genetic drift
c. Gene flow
Updated October 2013

f. Bottleneck
g. Founder effect
h. Immigration

d. Natural selection
e. Non-random mating

i. Emigration
j. Speciation

____ Type of genetic drift that occurs when a new colony is established, that by
chance is genetically different than the original population.
____

Can result in evolution by acting on favorable traits.

____ Only male lions with large, thick manes are able to breed.
____

Reproductive isolation of two populations of penguins can result in this.

____ The loss or gain of alleles from a population by the movement of individuals into
or out of the population.
____ Movement of individuals into a population, bringing with them new alleles.
____
____

Random events that cause changes in gene frequencies.
Type of genetic drift in which there is a drastic reduction in population size and
a change in allele frequencies.

____ The ultimate source of new alleles and traits that natural selection can act on.
____

When individuals leave a population, taking alleles along with them.

Week 7 Experiment Grading Rubric
Component
Experiment 7
Exercise 1

Experiment 7
Exercise 2

Experiment 7
Exercise 3

Expectation

Points

Collection of data and generation of a line graph correctly
labeled (Table 1 and graph of data).

5 pts

Demonstrates an understanding of evolutionary change without
natural selection (Questions 1-4).

8 pts

Collection of data and generation of a line graph correctly
labeled (Table 2 and graph of data).

5 pts

Demonstrates an understanding of evolutionary change with
natural selection (Questions 1-5).

8 pts

Success at Angry Aliens and an understanding of the
mechanisms of evolutionary change (Table 3).

2 pts

Demonstrates an understanding of the various mechanisms of
evolutionary change (Question 1).